基于语料库的初中生英语写作词汇丰富性对比研究 [3]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-03-27编辑:lgg点击率:6545
论文字数:36958论文编号:org201703261801094359语种:英语 English地区:中国价格:$ 66
关键词:英语论文范文初中生英语写作词汇丰富性
摘要:本文是英语论文范文,笔者认为研究结果对初中生英语词汇学习及初中英语词汇教学具有以下启示意义:在初中生英语词汇学习方面,建议初中生加强词汇知识练习,在练习中巩固已学词汇;增加课外英语阅读量提高附带词汇学习;重视学习过程中的词汇错误,从错误中总结经验从而提高词汇学习效率。
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Chapter Two Literature Review
Vocabulary can be seen as the basic bricks if a language system is treated as a tall building. It is the beginning of learning a second language, and it runs through the whole process of second language acquisition. No language ability can be learned or developed without vocabulary. As one of the four basic skills, writing is an important area in second language learning. It needs the support of grammar, vocabulary and the culture knowledge of the target language, especially the vocabulary. (Luan Lan,2013) Ever since the 1980s, more and more researchers and practitioners in the areas of second language acquisition and language teaching began to pay attention to the studies on vocabulary in second language writing. The previous studies can be broadly divided into two kinds. One kind mainly deals with width of vocabulary and the other kind mainly focuses on depth of vocabulary. From the first kind of studies, second language learners’ width of vocabulary mainly refers to lexical richness which is considered as an important indicator of second language writing proficiency. Many researchers think lexical richness is a predicator of a language leaner’s overall language proficiency, and it is also an important indicator of the quality of a learner’s writing and communication. (e.g. Laufer & Nation, 1995; O’Loughlin, 1995; Javis, 2002) The literature review part will give definitions of some important theoretical concepts and review those studies of previous scholars at home and abroad.
2.1 Definitions of Lexical Richness
Lexical richness has been treated as a prominent predicator of language learners’ general language proficiency (Zareva et al., 2005) and an essential indicator of the quality of their writings. (Laufer & Nation, 1995) There is no definition that can be accepted by all the researchers. In the past years, with the development of the studies in this area, different meanings have been added to this notion. Some researchers defined lexical richness as an equivalent to lexical diversity and lexical complexity. (Daller et al, 2003; Laufer, 1991; Read, 2000; Wolfe-Quintero et al, 1998) In the meantime, some researchers defined lexical richness as something different from lexical diversity which is considered as one part of the multidimensional features of lexical richness. (Malvern et al., 2004) Engber
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